UCLA SLCP Digest #4

Topics in this e-mail include: 
 
1. Change Magazine abstracts - I've summarized two articles that examine 
how electronic technology may be changing the "face" of teaching. The 
first examines the tension between "richness" and "reach" and the second, 
entitled "Saving Higher Education's Soul" explores the relationship 
between the many changes occuring in higher education and the fundamental 
uniqueness of what higher ed does and whom it serves. Issues to consider 
as we move forward with the development of service learning programs. 

2. Human Subjects and IRB -- question posed on Colorado's listerv about service
learning and protection of human subjects. 

3. Arthur Levine comments on changes in higher education in last week's 
Chronicle of Higher Education 

4. Service Learning Positions at Cal State Monterey Bay 
 
My apologies for cross-postings. Please do not respond to me. Contact 
information is included in all postings.

1. Change Magazine Abstracts 
 
In the September/October 2000 issue of Change: The Magazine of Higher 
Education, (vol. 33, n. 5) there are several articles about e-learning. The 
article by Van Weigel, "E-Learning and the tradeoff between richness and reach 
in higher education" (pp. 10-15) may be of interest to the service-learning 
community. 
 
Abstract: 
 
Van Weigel questions whether colleges and universities are drawn to distance 
education because they believe that it will deepen and extend the learning 
experiences of students or because they are trying to get a piece of the dot 
com pie. Weigel argues that if higher education institutions were truly 
concerned about using digital distance education to enrich collegiate learning 
experiences, Internet based learning would look much different than what has 
been produced so far. 
 
Weigel uses a "richness/reach continuum" to explain how w-learn might 
transform undergraduate education. "Richness" refers to the overall quality of 
information and "reach" refers to the number of people involved in the 
exchange of information. Because the Internet is fast and cheap, it allows 
institutions to obtain higher levels of "richness" and "reach" with the same
economic 
resources. Weigel argues that rather than strive for "richness," institutions
of higher education have fixated on the "reach" side. The result is
"pedagogical neglect" manifest in the "commoditization of instruction."
Commoditization is the process where products become standardized to the extent
that their attributes are roughly the same. Weigel argues that the economic
consequences of a commoditized "plug and play" academic environment are
disastrous for higher education because the most lucrative source of their
income-their undergraduate core curriculum is in danger of being commercialized
and taken over by private industry. 

E-learning will allow a new continuum between "richness" and "reach" to occur
by providing a way of identifying and exploring Internet programs that
exemplify in-depth learning and lead to enhanced educational experiences for
students. Weigel uses the example of PhD programs to illustrate his point. 
Many of the approaches used in PhD programs: cognitive apprenticeship,
collaborative research and critical reflection can be adapted to undergraduate
courses through Internet based technologies. 
 
In the September/October 2000 issue of Change: The Magazine of Higher 
Education, (vol. 33, n. 5) there are several articles about e-learning. The 
article by Frank Newman, "Saving Higher Education's Soul" (pp. 10-15) may 
be of interest to the service-learning community. 

Abstract:

In this article, Newman asks how higher education can use technology to 
improve learning, expand access and strengthen democracy without forfeiting the

attributes that make it unique. Newman describes the powerful changes 
currently underway in higher education that are driven by the entry of new 
providers, rapid advances in technology, demographic shifts and the 
globalization of markets and warns of the dangers these present. As market 
forces grow in importance, there is a danger of losing some of the attributes 
of higher education that make it a unique institution: commitments to providing
the less advantaged with an opportunity for education, taking a long term view
of student and societal needs and emphasizing learning and scholarship rather
than revenue. The threat of these forces on higher education is that they will
focus only on short-term gains at the expense of improving how we educate and
socialize students, create social mobility and serve scholarship and debate. 
Newman writes that the answer is to craft policies that modify and shape
emerging markets so that they help higher education evolve into a more 
responsive and effective system. 

2. Human Subjects and IRB -- question posed on Colorado's listerv about service
learning and protection of human subjects. 

This is a thorny issue that could have wide implications for S-L development on

our campus and maybe on yours. I hope someone can tell me this is a non-issue. 
Have any of you discussed with (or ran into problems with) your university 
Institutional Review Board (IRB) regarding "human subject research" policies 
and service-learning classes? ...Specifically, our IRB administrator is 
deliberating about the implications of FEDERAL policies (see below) for S-L 
classes that involve student "research " such as: 
* Writing ethnographies and case studies (such as with ENG 102 classes), 
* Interviewing community leaders or the elderly (in S-L history classes), 
* Conducting community surveys (as in Stats classes). 
Some of our new faculty have expressed concern that their S-L classes would 
have to apply for permission the through IRB. 
I would like to share with our IRB how other S-L programs nationwide have 
resolved (?) the need to apply to the IRB permission for S-L class projects. 
Any information (including suggested approaches) would be very helpful. 
Thank you. 
Kara Hartmann 

 From our Policy and Procedures: 
"For research involving human subjects, the University uses as its guide the 
Federal Common Rule (CR) entitled "Federal Policy for the Protection of Human 
subjects Code," Federal Register, June 18, 1991. 
As prescribed by the Common Rule, the University has established an 
Institutional Review Board (IRB)--a panel of faculty and others (as prescribed 
by government regulations)--charged with reviewing all research that involves 
human subjects. Its primary responsibilities are to assure that human subjects 
are not to be subjected to inappropriate risks in connection with research and 
that relevant federal regulations are met. " 
 
Kara Hartmann 
Service-Learning Coordinator 
Boise State University 
1910 University Drive, A-114 
Boise, ID 83725-1375 
(208) 426-2380 office 
(208) 426-3785 fax 
khartman@boisestate.edu

3. In the October 27, 2000 issue of the Chronicle of Higher Education there is
an 
   article of interest... The Future of Colleges: 9 Inevitable Changes, by
ARTHUR 
    E. LEVINE. 
 
http://www.chronicle.com/weekly/v47/i09/09b01001.htm 

4. Service Learning Positions at Cal State Monterey Bay 
 
The Service Learning Institute at California State University, Monterey 
Bay has two staff position openings. They are: 
1) Service Learning Information Specialist 
(Administrative Support Coordinator I) 
This is a full-time, permanent position. 
Job #: MB2000-CB682 
 
 
Under the general supervision of the Director of the Service Learning 
Institute (SLI), the Service Learning Information Specialist is 
responsible for coordinating all aspects of the process that links 
students with service learning opportunities. The Service Learning 
Information Specialist manages all information required to identify, track 
and evaluate service learning placements and maintains the SLI's 
information systems, data-bases and web-site. The Service Learning 
Information Specialist also serves as the office manager for the Service 
Learning Institute, providing daily oversight and coordination of student 
assistants providing administrative support to SLI staff. 
 
2) After School Program Assistant 
(Student Services Professional IB) 
This is a part-time (30 hours per week), temporary position through June 
30, 2001. 
Job #: MB2000-PA683 
Under the supervision of the Coordinator of Community Partnerships, the 
After School Program Assistant helps to develop partnerships between CSUMB 
service learning courses and the region's after school programs. The 
After School Program Assistant will gather information on the programming 
needs identified by after school programs to help them connect with CSUMB 
service learning courses and to assist CSUMB University Service Advocates 
(student leaders) in developing a youth leadership program for after 
school program youth. 
 
APPLICATION PROCEDURES: 
A completed CSUMB official application and resume must be received in the 
Human Resources Office BY 5:00 P.M. ON FRIDAY, NOVEMBER 3, 2000 TO BE 
GUARANTEED A REVIEW. Applications received after the application 
screening date will be reviewed at the discretion of the University. 
POSTMARKS WILL NOT BE ACCEPTED. FAXES AND E-MAILS WILL BE ACCEPTED [fax 
to (831) 582-3040, e-mail to human_resources@monterey.edu]. Materials 
submitted become the property of CSUMB and will not be returned. 
An employee currently working at CSUMB may submit, along with the 
application and resume, a statement regarding his/her experience and 
service at CSUMB. CSUMB documents regarding any meritorious service may 
also be submitted by the employee. 
Call (831) 582-3337 for required CSUMB application form, California Relay 
Service (for Hearing Impaired) (800) 735-2929, visit CSUMB's Home Page at 
http://jobs.monterey.edu, or visit the Human Resources Office in the 
Administration Building (Bldg. 80) at the corner of Third Street and 
Fourth Avenue. Office hours are 8:00 a.m. - 5:00 p.m., Monday - Friday. 
CSUMB will not fax application materials. 
For Complete Job Description Visit the CSUMB Home Page at 
http://jobs.monterey.edu 
If you have any additional questions, please call Seth Pollack, Director, 
Service Learning Institute 
(831) 582-3914. 
*********************************** 
Dr. Seth S. Pollack, Assistant Professor 
Director, Service Learning Institute 
California State University Monterey Bay 
100 Campus Center 
Seaside, CA 93955-8001 
831-582-3914 (tel) 
831-582-3057 (fax) 
seth_pollack@monterey.edu 
*********************************** 

Rachel Delgadillo 
Research Analyst 
Service-Learning Clearinghouse Project 
University of California, Los Angeles 
2005C Moore Hall, Box 952521 
Los Angeles, California 90095-1521 
Phone: 310-206-4815 Fax: 310-794-5004 
 
 ***Funded by the Corporation for National Service*** 
^^^A Partner in the National Service-Learning Clearinghouse^^^
!!!Check out the UCLA Service-Learning House Project Web Site!!!! 
                 http://www.gseis.ucla.edu/slc